Virtual Communities of Practice as a Means of Confronting with Educational “Emergency Situations” for Inclusive School Communities: The Case of COVID-19 Pandemic
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Publisher
Springer International Publishing
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-51575-0_11
Reference95 articles.
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2. Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. https://doi.org/10.1080/13603110802504903
3. Al-Maroof, R. S., Salloum, S. A., Hassanien, A. E., & Shaalan, K. (2020). Fear from COVID-19 and technology adoption: The impact of Google Meet during coronavirus pandemic. Interactive Learning Environments, 31(3), 1293–1308. https://doi.org/10.1080/10494820.2020.1830121
4. Al-Subaiei, M. (2017). Challenges in mixed ability classes and strategies utilized by ELI teachers to cope with them. English Language Teaching, 10(6), 182–189. https://doi.org/10.5539/elt.v10n6p182
5. Alsamiri, Y. A., Hussain, M. A., Aljohani, M. M., & Alsawalem, I. M. (2023). Primary school teachers’ knowledge of differentiation for students with giftedness and learning disabilities in mixed-abilities classrooms in Saudi Arabia. South African Journal of Education, 43(1), 1–7. https://doi.org/10.15700/saje.v43n1a2181
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